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This paper considers the potential of impasses within cinematic assemblages and the pedagogy of cinema to expand the possible horizons of Black queer youth. Black queerness in film provides pedagog...

This article examines the ACPA/NASPA Competencies as functional protocol of the neoliberal state. Described as ‘not a checklist’, Competencies structure rubrics, conferences, jobs, and performance ...

Student affairs, a field comprised of many co- and extra-curricular university functions outside of academic affairs, has a durable left-leaning reputation. Roderick Ferguson’s theorization of mino...

This article builds on Mazzei’s concept of minor inquiry to advance the concept of a minor pedagogy. We do so by folding poststructural theory into the evidence of experience, spotlighting a collective enunciation of the pedagogical event among individuated concepts, speakers, and moments. These pedagogical events are at once quotidian and more than one. In this spacetime individuation falls away, and the production of qualitative research expertise becomes a function of the entanglement of human and more-than-human pedagogues. At the level of the everyday, we recount our experiences in a doctoral program as professor and advisor (Lisa) and student and advisee (Laura). These experiences are selections from our (continuing) joint encounters with qualitative inquiry instruction. Enfolding these everyday pedagogical-theoretical practices of qualitative inquiry produces minor pedagogy, and minor pedagogy produces these folds. As such, minor pedagogy is a pedagogy of the ontological turn.

This paper puzzles through the doubled impasses of our affective inquiry into learning communities in a college setting. In so doing, we take on the incommensurabilities of our field site and post qualitative inquiry, providing an example of critical qualitative inquiry where theory and practice are made to work together at their limits, both compromising with each other, neither subordinated to the other. Affective inquiry, an instantiation of concept as method inquiry, itself was a search for the impasses of learning community life. When our observations were moved to Zoom as a result of the COVID-19 pandemic, we were faced with another impasse: how to attune to affect in this new and thoroughly datafied space? We open by theorizing affective inquiry and our doubled impasse, and we then explore three locations of these impasses in our fieldwork. We close with a reaffirmation of relentless experimentation.

In this article, we map conditions and enactments for a new plane of inquiry, what Mazzei named a minor inquiry. Informed by our collective thinking with Deleuze and Guattari’s discussion of a minor literature and its attendant characteristics, deterritorialization, political immediacy, and collective assemblage of enunciation, we present the conditions for inquiry on this new plane, provide enactments from our individual projects, and conclude with incitements for escaping the dogma of prescribed method.

As evidenced by the collection of articles in Gender and Education’s July 2015 issue and various articles that have circulated recently on social media [American Council on Education. 2016. “New report looks at the status of women in higher education.” January 15. http://www.acenet.edu/news-room/Pages/New-Report-Looks-at-the-Status-of-Women-in-Higher-Education.aspx; Donald, A. 2016. “Women are too often actively sidelined against their will.” Times Higher Education. https://www.timeshighereducation.com/blog/women-are-too-often-actively-sidelined-against-their-will; Higher Education Network. 2016. “How should we cope with sexism? That’s the wrong question.” The Guardian. April 15. https://www.theguardian.com/higher-education-network/2016/apr/15/how-should-we-cope-with-sexism-thats-the-wrong-question], the topic of gender in higher education is of concern to many in both academic and non-academic thought-spaces. In this collective biography, we explore entrance into the fraught and contested space o...

The student success movement in higher education has shifted the dominant logic of university operations from Astin’s Input-Environment-Output to Massumi’s logic of preemption. Predictive analytics, a key technology of the student success movement, are a manifestation of this qualitative shift in institutional logics. No longer content to prevent student failure, we must now preempt it, and this shift in logic is remaking undergraduate education in ways heretofore unconsidered. In this shift, student success no longer shapes reality through environmental adjustments, but creates its own realities using success as a desired outcome held permanently in the future. This worldmaking is examined through the new empiricisms in two areas: the concept of wasted credits and the subject position of the stealth student. The impasses present at these locations create both futures-to-never-come as well as the space for critical anticipations of speculative futures.